Name: Brittany Bowman Portfolio Table of Contents Journal entries Opinion of teaching science (x2) Natureography (x2) Scienceography (x2) Animal Prediction Observations/ Library Research Appreciating Nature (1 sitting in grass at WSCE, 1 at home, 1 at night) Observing Nature (picture/paragraph detailing plant life in summer, fall, winter) Who is Science? Science Today Samples from the Field Activities/Labs Grab Bag
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Name: Brittany Bowman
Portfolio Table of Contents
Journal entries
Opinion of teaching science (x2)
Natureography (x2)
Scienceography (x2)
Animal Prediction
Observations/ Library Research
Appreciating Nature (1 sitting in grass at WSCE, 1 at home, 1 at night)
Observing Nature (picture/paragraph detailing plant life in summer, fall, winter)
Who is Science?
Science Today
Samples from the Field
Activities/Labs
Grab Bag
Measurements
Microscopes
Colors of Nature
Sweet Treats (Dichotomous Keys x2)
Owl & Mouse
Helping Hands
Natural Selection Pasta
Fat Layer/Blubber Bags
Build A Bug (The Great Race)
Spider Enzyme
Nocturnal Animals/Are You My Pup?
Cell Division Flipbook
Egg Osmosis
DNA Magnets
Science Standards/Activities
1. Tennessee Science Standards K-7 (sample)
2. Summary sheet(s) *If you have a single file with all the summaries, if you have individual
summary sheets for each activity, they should be placed in front of the corresponding activity.*
3. Activities for standards:
(In the blanks, include the title and citation for each activity you add. That will be one
activity per bolded standard for a total of 12 standards added to the following individual
and group projects. Indicate with * the 2 that are technology based and ** for the two
that are inquiry based. If you are using an activity that you presented, place the grade
sheet in your portfolio as your activity and place a copy of the activity where it is listed
1b: Not round.................................................................................................................................. Go to 2
2a: Flower........................................................................................................................................ Go to 3
2b: Not a flower............................................................................................................................... Go to 4
4b: Not black................................................................................................................................... Go to 5
Activity description: The idea of this activity is to make the children think like the animal that
they randomly choose. Each boy or girl can pick an animal once (or how many ever times you
would like for them to do it) and then they will go and stick it to the board as to where that
animal belongs. After the activity the students must to do a write up about their favorite animal
and include facts about their animal, ex. Which habitat they live in, what they eat,
characteristics about that animal then have them explain why they chose that animal.
Instructions: Take a bowl and put the plastic animals or picture of the animals in there,
let each child choose one animal and have them take that animal and Velcro it to the
correct habitat. You could let the children do this as many times as you felt like it is a
short, fun activity. After they are done to in cooperate reading and writing into the lesson
have them write a description about the animal of their choosing. The students write up
should include what their favorite animal is and include facts about their animal, ex.
Which habitat they live in, what they eat, characteristics about that animal then have
them explain why they chose that animal.
Living VS. Non-Living
Brittanee D. Collins
Presentation day: September 25th, 2015
GLE #: 0307.2.1
GLE Description: Categorize things as living or non-living.
Materials: Flash cards, magnets, folder to keep pieces together, metal pans (2 per group), sticky letters to label each pan, and candy for rewards and participation.
Activity Description: This activity will need a few items that you may need to go to dollar general or dollar tree to get. You need to get multiple living items and
multiple non-living items, what I used for this was at the dollar general they have flash cards to help kids learn their ABC’s, colors, and numbers and they all had
different animals and creatures and they also had many miscellanies items like cars, balloons, food, etc. I took the flash cards and I took magnets and glued to
the back of each one and that way they will hang on metal pans. I then would have two pans per group and I would label one pan living and one pan non-living
and then I would have the pieces of flash cards with the magnets on the back of them and I would have a folder with the pieces for each group in them. This is a
good way to make sure you have all your pieces together and you don’t lose any.
I would then put the class into 4 or 6 groups and I would have them sort the pieces on the metal pans as living or non-living. This is a good activity to get the
kids up and moving and also to get them active with other student in their classroom. Also this activity is teaching them about living and non-living things
and categorizing them with their group members. This activity makes them work as a team and also allows them to learn what each item would be categorized as.
Citation: Brittanee Collins
Title
GLE: 0507.2.2 – Explain how organisms interact through symbiotic, commensal, and parasitic
GLE 0207.2.2 Investigate living things found in different places.
Topic: figuring out what am I?
Materials: What you will need index card, expo marker, and white board names of different animals,
research the animals, then find some picture or name of plants do the same for the plants, and insects
Activity Description: have the students to figure the different type of animal and other living things
they are in the world.
Instructions: have one student to come up in front of the whole class and draw a card. Then act, draw
doing anything but say their living thing name that is on their card. The student has act or draw three
thing about their living thing. If the class figures out what living thing are you gets a piece of candy.
Citation: activity by Jennifer Bowling
Title
GLE: 0207.2.3 – Identify basic ways plants and animals depend on each other
Estimated Time:
Topic: * Plant and Animal dependancy
Materials: *
Instructions: *
Comments: *
Citation:
Title
GLE: 0607.2.4 – Analyze the environments and the interdependence among organisms found in
the world's major biomes
Estimated Time:
Topic: *
Materials: *
Instructions: *
Comments: *
Citation:
Bingo
Name: Suzannah Mason and Brittany Woods
Project: Grow Your Own Bean Plant.
GLE met: 0407.3.1 demonstrate that plants need light and energy to grow and survive.
Supplies: Beans, plastic cups, paper towels, and water. And a sunny windowsill to place your plants in!
Instructions: Hand out cups, two beans each, and paper towels. Place your paper towels in your plastic
cups then pour a tiny amount of water in them (which the teacher will come around with a bottle of
water). Have the children place their two beans in the bottom of their cups and place them in a sunny
spot. Throughout the week check on your beans and replace water as needed. By 4-5 days you should
have bean sprouts coming out of your cups!
Comments: To make this an experiment, have the students do two cups each. Put one in a sunny place
and the other in a dark place, such as a closet. This allows the students to see how much plants depend
on sunlight.
Citation: Suzannah Mason
Plants & Animals With vs. Without
Hannah Lawson Presentation Day: October 14, 2015 GLE #: 0007.3.1 GLE Description: Recognize that living things require water, food, and air. Materials: A pair of laminated pictures of plants and animals (one of the plants alive and one dead, one of the animals healthy and one lacking food, etc.), Velcro sticky dots, two poster boards, and stickers to label the boards or you can just label them with a marker. It would also be a good idea to have some type of candy for reward. What to Have Prepared Before Class: Label one of the boards “With” and the other “Without”. Have a count of how many pictures/pairs you will need to make in order to coordinate with your class. Put the Velcro sticky dots on both the pictures and boards so they can stick them on the boards when they do this activity. Label both of the cards with the same number so they will know if they match correctly. Instructions: Separate the class in half. Give half of the class the pictures of the dead plants and the skinny animals that have been without the water, food, and air. Give the other half of the class the healthy plants and animals. Have them find their partner and discuss why they think each is the way it is. After they have done this have each determine if theirs should go on the board labeled “With” meaning that it has had the required water, food, and air or if it should go on the board labeled “Without” meaning that it has not had the requirements. When they have determined this let them put theirs on the board. Reward with some type of candy afterwards. Citation: Hannah Lawson
Find Your Match
Brittanee Collins & Hannah Lawson
October 19, 2015
GLE #: 0107.3.1
GLE Description: Recognize that plants and animals are living things that grow and
change over time.
Materials: Miscellaneous items in a pair, some animals and some plants, and blindfolds.
Examples: butterflies, dogs, trees, rabbits, apples, and grapes.
Activity Description: Put your class into two groups and pass out the flash cards to the
class and make sure that each person in the class has a match, but don’t let the students
see each other’s cards. Blindfold students and have them either make the animal sound
to find one another or say facts about their plant. Once they have found their match they
can then take their blindfold off and discuss with one another how that animal or plant
are living things and how they change overtime throughout their lives. Also, make sure
this activity has plenty of room.
Citation: Brittanee Collins & Hannah Lawson
Inside the Mouth of a Herbivore, Carnivore, or Omnivore
Lauren Martin
GLE 0207.3.1 for 2nd grade
GLE Description: Recognize that animals eat plants or other animals for food.
Topic: Identify that an animals eats plants, meat, or both. This activity does that by taking a look at the
shape of their teeth to identify what they eat.
Material: Constriction paper, pictures of different animals, paper or Styrofoam bowls, candy corn, and
chocolate bars.
Procedure: Each student is given an animal along with a mouth cut out. Using the supplies of candy
corn (K-9 teeth for tearing meat) and flat chocolate bar (smooth teeth for plant eaters) on their tables,
they will make the inside of the mouth of the animal they were given. If the animal has candy corn only
teeth it is a meat-eating animal. If the animal has chocolate bar only teeth it only eats plants. If the
animal has both candy corn and chocolate teeth it is a meat and plant-eating animal.
Time: 10-20 minutes
Citation: Pinterest
Time To Eat… Where Do I Go?
Cassandra Norvell
Day Presented: October 16, 2015
GLE: 0307.3.1
Describe how animals use food to obtain energy and materials for growth and repair.
Materials: Poster board, Velcro sticky dots, 4 paper plates, laminated pictures of decomposers,
omnivores, carnivores, and herbivores; and foam letters to use for the title.
Preparing activity: place the title in correct spot. Glue down or tape down the paper plates so that they
will stay on poster when it is held up. Label each plate with decomposers, herbivores, carnivores, and
omnivores. Then place five Velcro dots in each plate
Activity description: 20 students will have a card with a picture on it they have to decide which plate
the picture goes in. Then they have to guess at which group takes more energy to survive.
Citation: Cassandra Norvell
Food Chain Links
GLE: 0507.3.1- Demonstrate how all living thing rely on the process of photosynthesis
to obtain energy
Topic: Flow of Matter and Energy
Materials: scissors, construction paper, and tape
Instruction:
Cut the construction paper into strips, that can be made into rings
Divide the class into different some of them are producers, that use
photosynthesis, some that eat those producers, some that eat those that eat the
producers, etc,
Have them make a food chain of which eats which
Hang the food chain so that the producers at the top
When it is hung up take the scissors and “kill” the producer by cutting it in half,
the rest of the food chain will fall because it was relaying on that one part of the
chain to function
Comments:
You could have students draw the different animals or plants that they are
Source:
Katherine Lewis
Title
GLE: 0407.3.2 – Investigate different ways that organisms meet their energy needs
Estimated Time:
Topic: *
Materials: *
Instructions: *
Comments: *
Citation:
The Hunger Games:
Members:
Siarha Jinks
Ashley Newell
GLE 0407.3.2:
Investigate different ways that organisms meet their energy needs.
Topic:
Interdependence/ biodiversity/ predator-prey
Approximate time:
10-15mins
Materials:
Paper wads (food)
Instructions:
Spread the wads out on the grass away from the students.
Have a few students be the carnivores and the rest be the herbivores.
The herbivores must race past the carnivores to collect their food and must make it back to their
“home.” The carnivores must try to catch (tag) the herbivores. * For ease of calculating, any
herbivore that is tagged must freeze next to the carnivore. The carnivore cannot chase
anymore for he/she has already obtained enough food.
At the end of the round, see how many herbivores and carnivores got something to eat.
Comments:
This works best outdoors and is good exercise.
Boundaries need to be set so the herbivores know how far they can run.
Be sure to mention no rough-housing, tagging is okay.
Make sure there isn’t enough wads for every student to demonstrate how they must compete.
Also make sure there aren’t as many carnivores as there are herbivores.
An herbivore is out if he/she didn’t collect any food, and a carnivore is out if he/she didn’t catch
any prey.
Source:
Siarha and Ashley
The Life Cycle
GLE: 0107.4.1 – Observe and illustrate the life cycle of animals
Estimated Time: 15 minutes
Topic: *The life cycle of caterpillars
Materials: *A piece of paper with a circle drawn on it
*Construction paper cutouts of a leaf, a branch with a leaf, a tree, and a cloud (or
something that represents flying)
*Mini marshmallows (a few per student)
*Gummy worms (a few per student)
*Tootsie Roll Midgies (a few per student)
*A butterfly-ish shaped cracker (one per student)
Instructions: *Hand out the paper with the cycle on it to each student
*Hand out all of the candies and cutouts (I would put them in sandwhich bags the
day before to make things go quicker.)
*Tell the students to match each candy with the cutout it goes to, then put it on
the stage of the life cycle it represents
*Go around and check everyone's work as they say they're done
*When they get them all right, they can eat the candy
Comments: *If you can't find butterfly shaped crackers, and snack shaped remotely like a
butterfly will work. If your class is small enough, or if you feel nice enough, you can get cupcakes
decorated with some kind of butterfly.
Citation: Pinterest, revised by Brittany Woods
Pick a Trait
GLE: 0507.4.2 – Recognize that some characteristics are inherited while others result from
interaction with the environment
Estimated Time: 10-20 minutes
Topic: * Inherited and learned traits
Materials: * A list of about 10-20 inherited traits and 10-20 learned traits.
*A poster board with two sections titled “Inherited” and “learned”
*scissors
*velcro sticky dots
Instructions: * Cut out the lists and put a velcro sticky dot on the back, then put them in a bag
*Also put an equal amount of velcro sticky dots on the poster board under each
category
*Have one student come up and pick out a trait
*Have that student determine whether it is inherited or learned and place it in the
right section
*To pick the next student that gets to come up, have the fist student find one that
has the trait he/she selected (i.e. if the first student picked “blue eyes,” he/she would pick someone with
blue eyes to go next.)
Comments: * You could cross this with math if you wanted to keep a tally on how many
students have each trait.
Citation: Pinterest
Life as a Narf
GLE 0507.4.2- Recognize that some characteristics are inherited while others result from interactions
with the environment.
With this lesson, the students will be given cards both with inherited traits and learned behaviors. They
will create their own creature and have to decide whether or not their creature was breed to survive in
said situations or if their learned behavior can possibly save them.
Material: cards with multiple inherited traits and learned behaviors.
Background information:
You are all a member of a species known as Killus narfus, commonly known as the Narfs.
Narfs are very intelligent creatures with many amazing abilities. They are about 3 feet tall. They come
in a variety of colors, but the two most common varieties are blue and green. They live in rainforest
environments. Remarkably, they have the ability to learn skills very much like humans do. It is not
uncommon to see them painting or playing basketball. Narfs are typically gentle creatures, but are
sometimes fierce when challenged by a predator. Narfs are slow creatures, and they do not migrate
unless forced out by unforeseen circumstances. They typically stay in the lower branches of trees.
Narfs are omnivorous and will eat nearly anything. They have teeth very similar to human teeth. They
prefer fruits from the trees, but can also eat small animals. Small animals are sometimes difficult for
them to eat if their teeth are not extremely sharp.
Rules of the game:
You will draw four inherited traits. These are traits that are part of your DNA and cannot be
changed. Once they are drawn, there is nothing you can do about it. For each round, you may also
draw one learned behavior. Perhaps this newly acquired skill will allow for survival, perhaps not. A
situation will be read to you. Based on the situation, you will have to determine whether you will
survive or not.
Traits:
Inherited traits Learned behavior
Situation 1:
Situation 2:
Situation 3:
Situation 4:
Situation 1:
Would your inherited traits help you survive?
(yes or no)
Why?
Would your learned behavior help you survive?
(yes or no)
Why?
Is it likely that you would survive this situation?______________________________________
Situation 2:
Would your inherited traits help you survive?
(yes or no)
Why?
Would your learned behavior help you survive?
(yes or no)
Why?
Is it likely that you would survive this situation?______________________________________
Situation 3:
Would your inherited traits help you survive?
(yes or no)
Why?
Would your learned behavior help you survive?
(yes or no)
Why?
Is it likely that you would survive this situation?______________________________________
Situation 4:
Would your inherited traits help you survive?
(yes or no)
Why?
Would your learned behavior help you survive?
(yes or no)
Why?
Is it likely that you would survive this situation?______________________________________
SITUATIONS (Teacher reads):
Situation 1: All is well in the lush green rainforest. All Narfs are enjoying a nice climate and abundant food
sources. All of a sudden, disaster strikes! A giant Narf eating monster attacks! The monster is
scientifically knows as Killus Narfus and commonly known as the sharp tooth. The sharp tooth is far
superior to other animals physically. It is extremely fast and very strong. It can jump high enough to
reach the lower branches of trees in a single leap. The sharp tooth, as its name suggests, has very large
sharp teeth for its carnivorous eating habits. The teeth look similar to that of a lion. The sharp tooth
does, however, have poor eyesight. It can see mostly differences in color, but cannot make out shapes
very well. It has an average sense of smell, but impeccable hearing. The sharp tooth does have one
major weakness, music. Any music will put the sharp tooth immediately to sleep for long periods of
time.
Situation 2: Unfortunately, things are not going well for the entire Narf species. Human poachers have been killing
Narfs for their incredibly soft fur. Many people enjoy Narf fur coats, or even Narf skin rugs. The green
Narfs have been particularly targeted. The green Narfs have much softer fur. The poachers typically
hunt with bow and arrow because guns will draw attention to their illegal poaching practices. Some
Narfs have extremely thick skin, which is difficult to penetrate with an arrow.
Situation 3: Deforestation practices have been destroying the trees where Narfs live and the fruits that they
commonly eat. Some Narfs are able to change food sources, but most Narfs are not fast enough to
catch live animals nor do they have sharp enough teeth. Some Narfs have learned to garden and grow
food which has allowed for the survival of some, but not the ones that do not know how to grow food.
Situation 4: Many trees in the area where the Narfs live have been destroyed. This has caused heavy flooding due
to high levels of rainfall. Before, the rainfall would have been regulated by the dense trees and
vegetation. This has caused pools of water to form in the area where the Narfs live. Some of these
pools can be quite deep, 6 feet or more. There are some food sources available at the bottom of these
pools, so Narfs that can dive or swim can easily get this food.
Inherited traits (cut out)
Blue Fur
Green Fur
Extremely sharp teeth
Human-like teeth
Sharp claws
No claws
Thick skin
Thin skin
Blue eyes
Brown eyes
Able to digest meat
Unable to digest meat
Long legs
Short legs
Long arms (more than 3-5 ft)
Short arms (3 feet or less)
Webbed toes
Not webbed toes
Large lung capacity (can hold their
breath for more than 1 minute)
Small lung capacity (can only hold
their breath for less than 1 minute)
Learned Behaviors
Playing Piano Gardening Swimming
Playing the ukulele Archery Painting
Sewing Fencing (sword fighting) Long distance running
Weight lifting Playing basketball Singing
Campfire Cooking Woodworking Parkour
Drawing Ride a unicycle Juggling
Ballet Dancing Good at Math Fast reader
Playing guitar Knitting Nun chuck skills
Comments: This could easily be related to math by gathering the information after each situation and
putting them into graphs like listed below.
Class Data Chart
How many
students
survived? List as
a fraction
What percent of
the class is this?
First Situation
Second Situation
Third Situation
Fourth Situation
Graph
Create a bar graph that shows what percent of students survived each of the four situations.
Round 1 Round 2 Round 3 Round 4
Conclusion Questions:
Were you able to change any of your inherited traits at all in the game? Why or why not?
Were there certain traits that seemed to help you survive better then others?
Were there certain situations that seemed easier for the class to have survived then others? If so
why do you think so?
Was it beneficial for you to be able to draw a new learned behavior for each situation?
What is the main difference between a learned behavior and inherited traits?
Let's Make a Group
GLE: 0807.5.1 – Identify various criteria used to classify organisms into groups
Estimated Time: 10 minutes
Topic: * Classifying animals
Materials: * Paper cutouts of animals
Instructions: * Have the students group the animals according to any criteria they would like
*When everyone is finished, have the students tell how they grouped them
*The goal is to have many different reasons for grouping them the way each
student did.
Comments: *If short on time, put the students in groups and give each group a way to group
the animals, just so they can see the different ways.
Citation: Brittany Woods
Kimberly Slayton
Cassandra Norvell
Jennifer Bowling
Habitat Bingo
Standard 5
Grade 2
GLE 0207.5.1: Investigate the relationship between an animal’s characteristics and the
features of the environment where it lives.
Materials Needed:
Bingo Cards
Habitat Tokens – for students
Habitat Tokens – to draw from
Answer Key
Background Information
Activity Description: While students play a game of bingo they can learn about the
different habitats/biomes and the animals and plants associated with them.